Daniel C. Durham

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Online Course Design Artifacts

"The Fundamentals of Crisis Negotiation"

Introduction to Course Artifacts

Course Description & Overview

Instructional Design & Development

Collaborative Learning Communities

Establishing a Learning Environment

Support of Student Learning

Assessment for Online Learning

Formative Assessment in the Online Environment

Just a short generation ago, the learning process required students to attend classroom lectures, read books, compose papers in longhand, and conduct research by spending arduous hours searching cards in a library catalog. In today’s world, the rapid evolvement of information technology has dramatically changed the manner in which individuals acquire knowledge and interact in the learning environment. Students have nearly instantaneous access to an unprecedented amount of information, and the online learning environment has provided opportunities for learning that were inconceivable at the dawn of the 21st century. Consequently, instructors are increasingly being challenged to develop new learning and assessment methods to enhance critical thinking skills by students.

The primary goal for summative and formative assessment in any educational setting is to measure student learning. However, in an online environment, the promotion of high-order thinking by students requires the use of formative assessment processes allow students to receive constructive feedback as learning is occurring. This real-time feedback process provides an online instructor with a much better option to enhance the learning process than the use of summative assessment methods at the conclusion of course modules. The artifacts shown below are for an online “Fundamentals of Crisis Negotiation” Course and were developed to provide guidance for completing learning activities in a manner that allows an instructor to adjust ongoing teaching methods to improve student’s attainment of intended course outcomes.

Assessment Plan

Learning Assessment Plan

Student academic achievement has a direct impact on decisions about grades, placement, and advancement, as well as educational curriculum and funding. This consideration underscores the importance of using different types of assessments to obtain useful information about student understanding and reflect on educational strategies. The assessment plan shown below is for an online “Fundamentals of Crisis Negotiation” Course and was developed to help clarify learning outcomes as part of the instructional design process.

Learning Assessment Plan: “Fundamentals of Crisis Negotiation”

This online criminal justice course provides students with information concerning the law enforcement response to a crisis incident, however, there is not an opportunity for practical application of the crisis negotiation process. Accordingly, the assessment of student learning requires an evaluation of the manner in which students can articulate the knowledge learned through class readings, instructor presentations, and interaction with peers. The overall assessment process is designed to ensure that the learning objectives support the terminal course objective as well as ensuring that evaluation processes are aligned in a manner that reinforces one another. Accordingly, as discussed below, a variety of assessment methods are utilized to ensure that students are capable of analyzing information, solving problems and communicating effectively.

Blog Entries

Students will maintain a blog and enter a 100-200 word summary of key points and issues that were included in the readings and instructor's presentations (e.g., PowerPoint, Video). Blog entries are more informal in nature and, therefore, are provided with a low percentage of the overall point value for the course grade. The grading rubric for blogs is based upon student participation, focus upon the instructional topic, and adherence to the identified word count. Blog entries are utilized with the learning objectives identified below.

Module 1 - Objective 1: Identify the primary goal of the law enforcement crisis negotiation team when responding to a crisis situation.

Module 2 - Objective 1: Identify the three primary functions of a crisis negotiation team during any crisis negotiation situation.

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Module 3 - Objective 1: Identify the command position that is responsible for making the ultimate decision for resolving a crisis negotiation situation.

Module 4 - Objective 1: Identify the three primary principles of the law enforcement crisis negotiation effort.

Module 5 - Objective 1: Identify the two most dangerous phases of the crisis negotiation process.

Module 6 - Objective 1: Identify why a suicidal individual may request that friends or relatives be brought to the scene of a crisis negotiation situation.

The purpose of using blogs as an assessment tool is to provide a method for monitoring student comprehension through the expression of their thoughts on a given topic. By reviewing blog entries, the instructor is better able to identify those students who have acquired the requisite knowledge to proceed to the next learning module. More importantly, the review of blog entries allows the instructor to identify and provide remediation for those students who may not have fully acquired the knowledge associated with a learning objective. The informal nature of blogging activities allows the instructor to provide feedback that is more focused upon challenging high achievers while providing encouragement to students struggling in their learning process.

Discussion Posts

Students will respond to instructor and peer discussion questions by providing an online post of 100-200 words that is related to a given learning objective. The student must support their work by incorporating information from the weekly reading assignment as well as at least one reference source beyond the assigned reading. Additionally, students are required to post a 100- 200 word response to the discussion posts of at least two of their peers. The response post minimum requirement does not include student replies within their discussion thread. The student response to discussion questions is formal in nature and must be cited in APA style. The grading rubric for discussion posts focuses predominantly upon the student’s: expression of knowledge of an objective; supporting citations for their response; manner in which they interface with peers; and adherence to the identified word count. Discussion questions are utilized with the learning objectives identified below.

Module 1 - Objective 2: Explain the two types of crisis negotiation situations that are most often confronted by law enforcement.

Module 3 - Objective 2: Explain the division of command responsibility for the tactical and negotiation elements during a crisis negotiation situation.

Module 6 - Objective 2: Explain why the noticeable absence of substantive demands by an individual is a primary concern to the crisis negotiator.

The purpose of using discussion questions as an assessment tool is to provide a method for evaluating the students assimilation of information associated with an objective. Additionally, the use of discussion questions provides a method of encouraging affiliation and socialization between students. Discussion questions are not used every week during this course in order to provide a balance in the use of assessment methods as well as to not overwhelm a student during weeks that contain similar assignments such a summary essay. Instructor feedback for discussion posts is focused on: assessing comprehension of an objective; identifying and critiquing a student's strength and weaknesses; targeting areas for improvement; and reiterating the intent of an objective for students who may not have completely expressed all of the knowledge attributes associated with a learning objective.

Case Study Summary

Students will observe various videos of law enforcement crisis negotiations that are between fifteen and thirty minutes in length (there is no limit to the number of views allowed for a given video). The student is then required to provide an online 100-200 word summary that critiques the activity associated with a given objective. The student must support their work by incorporating information from the weekly reading assignment as well as at least two reference sources beyond the assigned reading. Additionally, students are required to post a 100-200 word response to the case study summary of at least one of their peers. The response requirement for a peer case study summary does not include student replies within their summary thread. Case summaries are formal in nature and are required to be cited in APA style. The grading rubric for a case summary focuses predominantly on the student’s ability to identify unique elements associated with established negotiation concepts and principles which were observed during the video presentation. Additionally, grading is focused upon the manner in which the student: connects their summary to a given objective; provides supporting citations for their response; interfaces with peers; and adheres to the identified word count. Case study summaries are utilized with the learning objectives identified below.

Module 2 - Objective 2: Compare and contrast the basic responsibilities of the primary and secondary negotiator during a crisis negotiation situation.

Module 4 - Objective 2: Explain the importance of suspect containment prior to beginning negotiation efforts.

The purpose of this case study summaries as an assessment tool is to provide a method for the student to function on a higher cognitive level by: identifying examples or illustrations of a negotiation concept or principle; and determine how each element of the negotiation process function together. Additionally, the summary requires that the student comment on how the case study relates to the information provided in the reading assignment and instructor's weekly presentation (e.g., video, PowerPoint). Video presentations of law enforcement crisis negotiation events are used throughout course. However, the use of a case study summary as an assessment tool is limited in order to provide a balance in the use of assessment methods as well as to not overwhelm a student during weeks that contain similar assignments such as response to an instructor discussion question. Similarly, given the word length of a case study summary, a student is only required to respond to one peer summary instead of two responses that are required for a discussion question. Instructor feedback for discussion posts is focused upon: assessing as students comprehension of an objective; identifying and critiquing a student's strength and weaknesses; targeting areas for improvement; and reiterating the intent of an objective for students who may not have completely expressed all of the knowledge attributes associated with a learning objective.

PowerPoint Presentation

The student is required to develop a PowerPoint slide presentation with a minimum of 10 slides that provides talking point slides and supported by text notes for each slide. The student must support the presentation by incorporating information from the weekly reading and instructor video presentation. No reference sources beyond the assigned reading are requires and, therefore, the text for a slide is not required to be formatted in APA style. The learning objective used for developing the PowerPoint presentation involves the four basic crisis phases experienced by a suspect during crisis negotiation situation. This multiple part learning objective is more conductive to the development of a bulleted presentation by a student. The PowerPoint presentation is submitted to the instructor and is not made available for review by a student’s peers. The grading rubric for case summary focuses predominantly upon the student’s ability to connect their presentation to the objective. The completion of the presentation is not graded on the construction of PowerPoint slides (e.g., text size, text and background contrast, the use of graphics). However, the grading rubric does include an element associated with the manner in which the student transitions their presentation between slides. The use of a PowerPoint presentation is associated with the learning objective identified below.

Module 5 - Objective 2: Explain four basic crisis phases experienced by a suspect during crisis negotiation situation.

The purpose of using a PowerPoint presentation as an assessment method is to provide the student with an opportunity to express their learning of the subject matter in a manner than can be used as a potential education tool for peers in their current or future careers. Similar to a discussion question, instructor feedback for the PowerPoint presentation is focused upon: assessing as students comprehension of an objective; identifying and critiquing a student's strength and weaknesses; targeting areas for improvement; and reiterating the intent of an objective for students who may not have completely expressed all of the knowledge attributes associated with a learning objective. Instructor feedback for the construction of PowerPoint slides is used to target areas for improvement and communicate best practices in the use of presentation tools.

Final Project – Essay and Training Aid

The student will develop a minimum 1000 word essay that provides an broad overview of the law enforcement crisis negotiating process while being predominantly focused upon the actions of the initial responding officer to a crisis situation. The introduction and body of the essay are developed as part of do and connect activities throughout the course. This provides the student with an opportunity to not be overwhelmed with having to complete the final project during the last week of the online course.

Using the completed essay, the student will then develop a one page bulleted handout that could be used to provide first responding officers to a barricaded suspect or hostage situation with the actions to take until the arrival of a trained crisis negotiator. The formal essay must be cited in APA style and formatted to include an introductory paragraph, topic summary paragraphs, and a closing paragraph. The student is allowed to incorporate information from their previous discussion posts and blog entries. The essay and training aid are associated with the learning objectives provided below.

Module 7 - Objective 1: Discuss the importance of the three primary responsibilities of a first responding officer to a barricaded suspect or hostage situation.

Module 7 - Objective 2: Relate why the first few minutes of contact with a suspect in crisis will have a bearing on the ultimate success or failure of the efforts by a crisis negotiation team.

The final project essay and training aid comprises a significant percentage of the students overall course grade. Accordingly, the grading rubric for case summary focuses upon a higher cognitive level that assesses the ability of the student to generate a product that displays a logical structure and demonstrates topic mastery in the absence of a formal examination process.

Taxonomy Table

Taxonomy Table

A taxonomy table provides a method of defining learning objectives using multiple levels of expertise listed in order of increasing complexity. As originally developed by Bloom, the taxonomy provided meticulously worded definitions for each major cognitive learning domain with the intent of helping students acquire knowledge by progressing from lower to higher levels of understanding. The revised version of Bloom’s Taxonomy most commonly used in today’s educational environment reflects a manner of teaching at both the knowledge and cognitive process levels. As an instructor, use of a taxonomy table allows learning objectives to be better defined so that instruction and assessments can be planned in a manner that students are analyzing and evaluating information and activities rather than just remembering facts. The Taxonomy Table provided below is for students in an online “Fundamentals of Law Enforcement Crisis Negotiation” course that I created in the “Assessment in E-Learning” Class as part of the “E-Learning and Online Teaching” Graduate Certificate Program from the University of Wisconsin-Stout.

Grading Rubric

Grading Rubric

The use of discussion posts in an online course is an important and significant part of the student learning process. Accordingly, to ensure meaningful and fair assessment, it is important to develop a grading rubric that identifies characteristics that distinguish exemplary contributions to class discussions from those of lesser quality. The rubric for this “Fundamentals of Law Enforcement Crisis Negotiation” course provides a concise description of each grading component to ensure that students fully comprehend how the assignment will be graded. The rubric also serves to provide the instructor with a valuable tool for assessing a student’s work in an objective and consistent manner.

Example Grading Rubric for Online Discussion Post

Online Assessment Tools

Online Tools for Formative Assessment of Learning Objectives

Achieving the overall goals of an academic course requires the development of specific learning objectives that a student must know or be able to perform. Well-written learning objectives must be carefully worded to encompass a measurable verb, applicable conditions of performance, and the criterion of acceptable performance. However, an added consideration for course objectives in the online environment is the use of technological tools that incorporate performance-driven formative assessment methods into the student learning process. When the use of technology is properly aligned with instructional objectives, the learning process requires students to demonstrate a level of competency that extends beyond the mere recall of content for the purpose of summative testing. The objectives shown below are for an online “Fundamentals of Crisis Negotiation” Course and were designed to actively engage students in the learning process by incorporating the use of technology to promote higher-order thinking skills.

Objective 1: “FlipQuiz” - Module: Communication in Crisis Negotiation

Learning Objective: After reading Communication in Crisis Negotiation from the course digital textbook, students will identify and define effective communication techniques used by crisis negotiators by completing a FlipQuiz following the guidance in the FlipQuiz Rubric.

Assessment Tool - FlipQuiz: Incorporating the use of interactive games into an online course can create an entertaining learning environment that serves to both enhance the assessment of student learning while increasing student engagement. The benefit of using games in the learning environment for students of any age is underscored by research studies identifying that the use of games as an informal learning tool can also reinforce formal educational activities while enhancing the development of higher-order cognitive skills.(1) The FlipQuiz technology provides an interactive assessment tool that functions much like flashcards, but with the appearance and function of game show type boards to display review questions on a user’s computer screen. FlipQuiz also provides a method of keeping the total score of correct answers for one individual or multiple teams.

Advantages

Challenges

Use of FlipQuiz is free

FlipQuiz requires no software installation for use and can be accessed online

Instructors can easily and quickly create game boards

Game boards can be easily customized

Game boards are saved online and for recall at anytime

The use of features such as images requires an upgrade to a paid subscription service

FlipQuiz cannot be downloaded for embedded in a website

Students may become obsessed with winning and lose focus on the learning process

Often difficult to determine how the game will be used for all objectives and student populations

Appropriateness of FlipQuiz for the Fundamentals of Crisis Negotiation Course: The use of games in the classroom can benefit students of any age and should not be reserved just for younger learners. Specific to the online educational environment, students can benefit from using games to recall various concepts with less effort than studying passages in textbooks or reading notes. More importantly, when students are engaged in a pleasurable activity there is a better chance that they will acquire new knowledge; often without realizing that learning is occurring. For this Fundamentals of Crisis Negotiation course, FlipQuiz is a viable use of online technology for test review and to practice mastery of content in a student-centered learning environment.

Applicability of FlipQuiz to this Learning Objective: Arguably, the most critical aspect of communicating with an individual in a crisis state is for the negotiator to use active listening techniques. As such, a negotiator must have an ingrained knowledge of each active listening technique so that they can use the appropriate activity to build a rapport with the individual in crisis. By using assessment tools in the form of a FlipQuiz, students engage in the mental process of active recall to remember the fundamental concepts of active listening in much the same manner that is required when communicating with an individual in a crisis.

Consideration for the Student Population and “Knowledge” Taxonomy: This first objective in the Fundamentals of Crisis Negotiation course is at the lowest “knowledge” level of cognition on Bloom’s Taxonomy. As such, the FlipQuiz activity is sequenced early in the course to provide students with a base knowledge of communication concepts in the crisis negotiation process. In consideration that FlipQuiz provides a method of reinforcing learning of new and existing knowledge of a given topic, the tool readily meets the needs of a student population that could be comprised of individuals with no experience in responding to crisis situations to experienced law enforcement officers.

Learn More about FlipQuiz: Additional information about the use of FlipQuiz as a tool for the formative assessment process can be found by clicking here or pasting the following web address into your browser: http://flipquiz.me. The video shown below also provides an overview of the use of FlipQuiz.

Objective 2: “EduBlog” - Module: Crisis Negotiation Concepts

Learning Objective: After reading Crisis Management Goals and Recommended Negotiation Guidelines from the course digital textbook, students will describe the two primary principles of crisis negotiation using the class blog following the guidance in the Student Blog Rubric.

Assessment Tool - EduBlog: Promoting the development of higher order thinking requires that the assessment process include open-ended questions that allow students to reflect and synthesize what they have learned. As one of the Web 2.0 tools, the use of online technology in the form of EduBlog provides an excellent avenue for students to engage in collaborative actives while sharing knowledge through personal reflection. In addition to a learning blog providing an authentic form of expression for assessment purposes, students have an added motivational factor in consideration that what they write can be seen not only by their teacher, but by their peers. In the final analysis, Edublogs provides a customizable, safe and secure personal blog site that serves as a tool that facilitates student engagement and peer interaction.

Advantages

Challenges

Creation of an EduBlog is free for educational use

EduBlog allows the user to keep complete control over privacy and content

Instructors can monitor student progress with detailed user reports.

EduBlog is accessible on mobile phones and tables

The blogging process allows for reflective writing and provides a feedback mechanism

EduBlog requires a paid subscription to access all features

Students may view the task as simply another assignment rather than a way to actively engage in course material

Blogs have the potential to create a sense of competition between students who are focused on quantity vs. quality

Students may drift away from the intended topic

The instructor often becomes the primary contributor to a student’s blog

Appropriateness of EduBlog for the Fundamentals of Crisis Negotiation Course: As with any form of classroom technology, an instructor must remain aware of the skills and abilities of each student. By allowing a more informal method of communication through a blog, an instructor is provided with a unique opportunity to better understand the needs of each student and adapt the learning environment accordingly. Specific to this Fundamentals of Crisis Negotiation course, the use of an educational blog allows students with different educational backgrounds and varying levels of experience in the response to crisis situations to share ideas and resources with their peers.

Applicability of EduBlog to this Learning Objective: The law enforcement negotiation process is routinely portrayed in television and movies as a grand standoff that is typically resolved in a flamboyant manner to please the viewing audience. In reality, the resolution of a crisis incident is a team effort that, by design, adheres to basic precepts that have been developed and successfully used over the last four decades. This objective in the Fundamentals of Crisis Negotiation course is focused on the primary principles of crisis negotiation that, while not necessarily the making of a good television or movie script, are critical to the safe resolution of a crisis incident. The blog process provides the instructor with a method of assessing student comprehension of crisis situations and the exacerbating factors that can impact the negotiation process.

Consideration for the Student Population and “Comprehension” Taxonomy: This second objective in the Fundamentals of Crisis Negotiation course is at the second “comprehension” level of cognition on Bloom’s Taxonomy. As such, the blogging activity is sequenced early in the course to provide students with an opportunity to express their understanding of the negotiation process by describing the primary guiding principles of the law enforcement response to a crisis incident. In consideration of the interactive nature of blog posts, the use of EduBlog allows the student population to share insights and knowledge in a manner that learning process becomes a collaborative effort.

Learn More about EduBlog: Additional information about the use of EduBlogs as a tool for the formative assessment process can be found by clicking here or pasting the following web address into your browser: https://edublogs.org. The video shown below also provides an overview of the use of EduBlog.

Objective 3: “VoiceThread” - Module: Principles of Crisis Negotiation

Learning Objective: After reading Crisis Response Team Elements and Tactical Standards for Law Enforcement from the course digital textbook, students will analyze and explain proper and improper crisis incident containment practices by creating a Voicethread video following the guidance in the Voicethread Video Rubric.

Assessment Tool – VoiceThread: Collaborative learning in the educational environment is quickly becoming an expectation rather than an exception. As a result, instructors are seeking ways to facilitate group interaction and teamwork in a manner that allows for the formative assessment of student learning. Accordingly, the use of VoiceThread for online learning provides an effective online tool for interactive collaboration through the creation of a shared presentation where users can comment on a digital presentation by text, voice, or video through a process referred to as a “VoiceThread”. As an interactive collaboration and sharing tool, VoiceThread is, in essence, an audio blog that adds a social presence to an online course by allowing students to hear each other’s voices. More importantly, the effective use of VoiceThread fosters student engagement and enhances the quality of the learning experience.

Advantages

Challenges

Participation in a VoiceThread is free

VoiceThread is very easy to use

VoiceThread provides a method for asynchronous classroom discussions

Students can participate in discussions using multiple methods of communication

Teachers can easily view individual student contributions

The use of advanced VoiceThread creation and commenting tools requires a paid upgrade

The free version is unsecured and may not be is suitable for young learners

While easy to use, there is a learning curve for the use of the VoiceThread tool

Students cannot make presentations together on VoiceThread

Appropriateness of VoiceThread for the Fundamentals of Crisis Negotiation Course: Communicating with an individual in a crisis state requires that a negotiator use active listening skills to understand the message that is being sent. The best way to improve listening skills is by practicing the appropriate vocal response to provide at a particular the moment in the negotiation process. Specific to this Fundamentals of Crisis Negotiation course, students require practice in assessing the totality of a given situation and interjecting audible comments pertinent to the situation being observed. VoiceThread fulfills this requirement by providing the unique capability of having asynchronous discussions in a collaborative manner that allows for practicing the basic skills needed by a crisis negotiator.

Applicability of VoiceThread to this Learning Objective: It is essential that a negotiator have an in-depth understanding the individual elements that comprise the law enforcement response to a crisis situation. Equally as important, a negotiator must be capable of adapting to external issues involving incident containment practices as well as understand the potential adverse consequences of inappropriate actions on the part of fellow officers. This objective in the Fundamentals of Crisis Negotiation course requires that students analyze videos of the law enforcement response to a crisis incident to differentiate between appropriate and inappropriate subject containment practices. By using VoiceThread technology to provide an audible assessment of the situation and the corresponding impact on negotiation efforts, the instructor is provided with an excellent tool for assessing both a student's observation and communication skills.

Consideration for the Student Population and “Analysis” Taxonomy: This third objective in the Fundamentals of Crisis Negotiation course is at the higher “analysis” level of cognition on Bloom’s Taxonomy. As such, the objective is sequenced in the middle of the course to provide students with an opportunity to use analytical skills while observing videos of crisis situations. The use of VoiceThread provides the student population with the opportunity to collaborate with peers while developing higher thinking skills.

Learn More about VoiceThread: Additional information about the use of VoiceThread as a tool for the formative assessment process can be found by clicking here or pasting the following web address into your browser: https://voicethread.com. The video shown below also provides an overview of the use of VoiceThread.

Objective 4: “Prezi” - Module: Stages of the Crisis Cycle

Objective: After reading Crisis Management Risk Assessment and Stages of the Crisis Cycle from the course digital textbook, students will summarize the seven stages experienced by an individual in a crisis state by designing a Prezi presentation that meets the requirements of the Student Presentation Rubric.

Assessment Tool - Prezi: Despite the importance of sharing information, many visual presentations are far from exciting and fail to maintain audience interest. The Prezi online technology allows a user to design a distinctive and interactive presentation unlike those created using tools such as Microsoft PowerPoint or Apple's Keynote. What sets Prezi apart is the ability to create a unique storytelling experience by using a non-linear flow that allows access to various screens in a manner that is not dependent on progressing through slides in a sequential manner. Additionally, the use of Prezi provides many state-of-the-art technological tools such as a zooming user interface for presentation media and the capability of navigating in three-dimensional space. While the tried and true presentation tools may be more popular with users, the use of Prezi has a greater potential for enhancing audience engagement for even a less than an entertaining topic.

Advantages

Challenges

Use of Prezi does not require installation of software

Prezi provides the ability to quickly add thoughts to a presentation

Prezi presentation are more dynamic than those designed with more traditional tools

Prezi can be kept in the public domain and to review review class presentations when convenient

Purchase of a tiered price plan to access all features

Unfamiliarity with Prezi could result in less than stellar presentations

Using the inherent non-linear progression capability of Prezi has the potential for a presentation to lose focus

Some presentations could be less effective due to the lack of familiarity with available features

Appropriateness of Prezi for the Fundamentals of Crisis Negotiation Course: Communicating with an individual in a crisis state can be, at best, a fluid process that requires a negotiator to adapt in response to the unique circumstances present during a given incident. Similarly, the technology available through Prezi allows content to be accessed based on the direction and flow of a presentation for a particular audience. Specific to this Fundamentals of Crisis Negotiation course, Prezi provides students with an opportunity to express their thoughts in a unique and creative manner by developing a presentation that can be used in their current or future endeavors in the law enforcement profession.

Applicability of VoiceThread to this Learning Objective: One of the many skill sets required by a negotiator is the ability to adapt to changing circumstances and respond in a manner that provides for the safe resolution of a crisis incident. This final objective in the Fundamentals of Crisis Negotiation course requires that students conduct research on the seven stages experienced by an individual in a crisis state and develop a presentation designed to capture an audience's attention. The capabilities provided by Prezi provide students with a tool that allows them to create a presentation that is uniquely tailored to their communication style for communicating information to fellow students.

Consideration for the Student Population and “Synthesis” Taxonomy: The final objective in the Fundamentals of Crisis Negotiation course is the higher “synthesis” level of cognition on Bloom’s Taxonomy. As such, this objective is sequenced at the end of the course to provide students with an opportunity to reflect on the knowledge gained from each previous course module. The use of Prezi provides the student population with the opportunity to showcase their research and topic knowledge in a manner that is far different from the traditional end of course essay or discussion topic.

Learn More about Prezi: Additional information about the use of Prezi as a tool for the formative assessment process can be found by clicking here or pasting the following web address into your browser: https://prezi.com/. The video shown below also provides an overview of the use of Prezi.